What motivates an adult to learn: curiosity or a simple need to know? Educational researchers have come up with an array of answers to that question over the years. The truth is that adults are complex individuals so there’s no one-size-fits-all answer.
This article explores key adult learning theories and principles of adult education, and explains how to teach adults effectively.
Adult learning theory, or andragogy, is the study that examines how adults learn and master knowledge, competences, and new skills. Adult learning theory principles are based on the premise that adults learn differently than children. Here are some basic differences between teaching children and creating training for adults.
| Children | Adults |
| Child-oriented learning provides a basic foundation of knowledge and helps develop critical thinking skills. | Adults have an existing base of knowledge and life experience. Adult students seek out continuous learning based on personal interests, wants, and needs. |
| Younger learners typically have no choice but to study and may lose enthusiasm if they are not engaged in what is happening around them. | Unlike children, adult learners understand why they’re learning, so their motivation to learn is naturally high. |
| It’s necessary to be in charge of the classroom. | It’s beneficial to let adults work things out for themselves and organize themselves. |
| Teachers play a central role in delivering knowledge and guiding learning activities. | The role of “teacher” may be effectively filled by a mentor, coach, training facilitator, peer, or subject matter expert. |
Given that an adult brain is different, and adult learners have certain emotional baggage, life experiences and internal motives, this imposes specific challenges that most adults tend to face when it comes to learning and training. Let’s cover them briefly.
These are the most common difficulties, or learning barriers, typically encountered by adult learners that can prevent adults from growing their skills and impact their readiness to learn. Since corporate learning takes the largest share in adult learning, we’ll cover adult learning barriers in that context.
With only 5% of the workweek that employees are ready to spend on training (according to the most optimistic estimates), it’s evident that adults generally tend to have other priorities. They have too much on their plate, not only at work but in their personal life. That presents the challenge to stay focused on training and reduce distractions (e.g., noisy learning environment, children and pets demanding attention at home, or smartphone addiction).
If adults don’t see where they stand in the company, don’t feel valued, or know what depends on them, corporate training often may seem unnecessary. Employees may simply not understand why their employer tries to involve them in corporate training programs. It’s necessary to show that employee training and development are important for their growth in the company and to make a real impact on overall business performance.
That’s the same old ‘what’s in it for me’ situation. Adult learners want to know exactly how the new information will help them in life or work. If the purpose of training isn’t concrete enough and doesn’t target the learning needs of the audience, it may become an unbreakable barrier, and no training will make sense.
Adults tend to fear not knowing something they perceive to be essential for their new role, another career path, or a different profession. Motivation to learn may decline due to the fear of criticism as well. So, if the training topic is something new for the adult, they may suffer from imposter syndrome, and that hinders their growth and professional development greatly.
To distinguish the critical aspects of adult learning, education theorists and psychologists had to elaborate theoretical frameworks that would reinvent learning experiences and practices for adults. Over the last century, a number of different theories have gained prominence. There’s no single theory that explains how and why adults learn best; however, each one sheds light on a particular aspect of adult learning.
We’ve made a review of six of the most popular adult learning theories to see how each can be used to facilitate adult learning techniques to deliver desired learning outcomes.
Here’s a comparison chart of the best learning theories for adults we will examine in the article. We hope it’ll help you select the best strategy for your own learning program design needs.
| CONCEPT | SUMMARY | BEST SUITED FOR |
| Andragogy |
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| Transformational Learning |
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| Experiential Learning |
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| Self-Directed Learning |
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| Project Based Learning |
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| Action Learning |
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Below is the detailed overview of these most popular adult learning theories.
Take an overall look at these adult learning theories to gain insight into what motivates adults to learn, and use this knowledge as a building block for your own development and instructional design efforts.
Introduced by educator Malcolm Knowles in 1968, the concept of andragogy is described by its creator as the art and science of helping adults learn. We’ve already covered the main assumptions of this adult learning concept when comparing adult and child learners. Malcolm Knowles elaborated the four main principles of adult learning that the andragogy theory is famous for.
| Principle | Practical example |
| Adults learn better from their experiences and their past knowledge should be taken into account. | When planning online courses or training classes for adults, try to appeal to their professional background, whatever it is, and provide related examples. Adults will learn new knowledge better if they link it to their life experiences. |
| Many adults favor a pragmatic approach, so learning should be problem-centered. | Clearly articulate the ‘why’ behind training and make it speak for itself. Anticipate the question “What’s in it for me?” and come up with relevant material. |
| Adults are most interested in learning things that have immediate relevance. | Blend theory with practice and create exercises and role-plays to apply new knowledge immediately. |
| Adults need to actively participate in the planning and evaluation of their instruction. | Involve your learners in the planning, execution, and assessment of the new training program. Collect their feedback and update the training material accordingly. |
Introduced by Jack Mezirow in 1978, transformative learning theory posits the concept that all learners use different assumptions, expectations, and beliefs to make sense of the world around them.
Developed by David Kolb in the 1970s, by drawing on the work of John Dewey, Kurt Lewin, and Jean Piaget, experiential learning requires a hands-on approach that puts the learner at the center of the learning experience.
SDL is rooted in Malcolm Knowles’ theory of adult learning; in 1997, D.R. Garrison added elements of self-management to the model.
Developed by John Dewey in 1897, project based learning theory holds that learners acquire the skills needed for deeper knowledge through active exploration of real-world problems. Dewey called this principle “learning by doing.”
Developed by Reg Revans in 1982, action learning is an approach to problem solving that involves taking action and reflecting on the results.
Whichever adult learning theory you choose as a training framework, enticing your learners is key. It doesn’t matter what you teach or instruct your learners on – the most effective techniques will focus on the psychology of learning and emotions.
Based on the adult learning theory and principles, as well as andragogy examples, we can provide actionable takeaways, or techniques, to drive your learners forward and facilitate a meaningful learning experience:
Evidence shows that by letting adults decide on their learning goals, you motivate them more.
Let your learners focus on the issue that can be fixed with the help of training or even in the very process of it.
Ask learners to give feedback, express opinions, discuss results, and draw personal conclusions. Introduce self-evaluation and growth mindset to enable learners to track the progress of their own learning and review their own goals.
A certain extent of control over training will be a good aid to motivation. Try to introduce self-directed and self-paced learning scenarios into everyday lives.
Try not to only deliver practical knowledge, but also engage learners emotionally and ignite their thought.
Leverage elements of storytelling and introduce characters that will accompany learners all the way and overcome certain challenges related to the new topic.
Share about others who took part in training and what results they achieved.
Extrinsic motivation is important, but it’s essential to position your training as a way of feeling the joy of learning and getting a sense of self-achievement.
These techniques are the ways to attract and retain your learners’ attention and motivate them to proceed with training and complete the course. However, you need to keep in mind that they should be well-suited to the learning material and directly related to the topic.
Below, you’ll find out how to work with the learning material for adults in the most effective way.
Instructional designers can use the principles of adult learning theories as a basis for their overall learning architecture. Once you have chosen the best-fit learning approach, a robust authoring tool can help you create a learning activity that develops job-essential skills and knowledge. Download a free iSpring Suite trial and explore all its features right now.
Check out some more articles about adult learning in our blog: